TEACHERS

MANUAL
6
Champa Banerjee
Maya Divakar
Sarah Jacob
Racika Raman

3
Oxford University Press is a department of the University of Oxford.
It furthers the Universitys objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries.
Published in India by
Oxford University Press
YMCA Library Building, 1 Jai Singh Road, New Delhi 110001, India
Oxford University Press 2012, 2015
The moral rights of the author/s have been asserted.
First Edition published in 2012
This Revised Edition published in 2015
All rights reserved. No part of this publication may be reproduced, stored in
a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by licence, or under terms agreed with the appropriate reprographics
rights organization. Enquiries concerning reproduction outside the scope of the
above should be sent to the Rights Department, Oxford University Press, at the
address above.
You must not circulate this work in any other form
and you must impose this same condition on any acquirer.
ISBN-13: 978-0-19-945478-5
ISBN-10: 0-19-945478-7
Typeset in Palatino
by Innovative Processors, New Delhi 110002
Printed in India by Tara Art Printers (P) Ltd, Noida

INTRODUCTION
Amazing Science Revised Edition comprises eight books for classes 1 to 8. The books for Classes
1 to 5 have been specially crafted for schools teaching a separate science course at the primary
level. The books for classes 6 to 8 comply fully with the syllabi prescribed by the NCERT and
follow the thematic approach recommended for the middle and secondary levels. The books
conform to the Continuous and Comprehensive Evaluation (CCE) guidelines laid down by
CBSE.

Coursebooks
Inclusion of assessment tools for Problem Solving Assessment (PSA) to hone 21st Century
Skills and Life Skills is the major feature of the revised edition. The series blends traditional,
innovative, and hands-on teaching methodologies and involves assessment both in formal
and informal settings.
A review of the key features that support tools and techniques based on the CBSE guidelines
for CCE, PSA, and Life Skills is given below.

Beginning of a Chapter
Starting Off: Pictorial exercises act as a starter and build on learners prior knowledge

Within a Chapter
Practice: Short paper-pencil tests enable quick assessment of understanding and learning
progress.
Discuss: Probing questions develop verbal abilities and assess depth of learning.
Explore: Hands-on experiments enable application of theoretical knowledge to practical
laboratory situation.

End of a Chapter
Summing Up: Comprehensive pictorial mind maps summarize the total expected learning.
Exercises: Graded exercises enable continuous evaluation of a learners conceptual
understanding and analytical ability.
Lets Recall: A variety of questions test students remembering, and understanding abilities.
Skill Builders: Thinking and application-based questions hone Scientific and 21st Century
skills.
Lets Apply: HOTS questions hone analyzing and evaluating abilities.
Lets Think (Classes 3 to 8): Passage-based MCQs develop and hone Problem Solving skills
in a real-life situation.

TEACHERS RESOURCE

Lets Do: Picture-based exercises help in developing observation and drawing skills in a
graded manner.
Lets Try: Hands-on activities, presentations, field tours, and research work give opportunities
to develop creativity, aesthetic skills, collaboration, and team work.

End of Each Unit

Test Papers: Test papers with a variety of questions test learners learning and understanding
of the entire unit.

End of the Book

Assessment Sheets: Self and Peer Assessment sheets for Formative Assessment take into
account the need for students to assess themselves and their peers. Summative assessment
sheets prepare students for summative assessment.
Virtual Tour (Classes 1 to 5): A two-page virtual trip to explore places such as park, beach,
zoo, etc., without leaving the classroom. This helps to hone and test key scientific skills such
as observation, data collection, analysis, and interpretation.
Virtual Lab (Classes 6 to 8): Engaging exercises in a virtual lab environment to test application
of key concepts in biology, chemistry, and physics.
Life Skills: It builds and strengthens key Life skills and helps students make informed
decisions and solve problems in a healthy and productive manner.

Teachers Manual
This Teachers Manual offers the additional material and assistance you may require to effectively
teach this course and to implement CCE in your classroom. It has the following features:
Comprehensive Lesson Plan: This gives an overall teaching plan of the coursebook, including
the recommended number of periods for each chapter, the contents to be covered, as well as
the expected learning outcomes.
Answer Key: It contains answers to the questions given in each chapter of the coursebook.
This also includes answers to in-text questions and test papers.
Question Bank: This provides additional chapter-wise questions (including answer key) for
summative assessment.
Student Worksheets (Classes 1 to 5): These provide additional chapter-wise exercises for
formative assessment.
Assessment techniques (Classes 6 to 8): These demonstrate how the different types of
activities included in the Lets Try and Explore sections of the coursebook, each of which is
based on a different assessment technique, should be conducted. Parameters for assessment
and suggestive remediation (where applicable) are also provided.

CONTENTS
Introduction

Comprehensive Lesson Plan

Answer Key

17

Assessment Techniques

81

Question Bank

105

Answer to Question Bank

139

Model Test Papers

171

COMPREHENSIVE LESSON PLAN

Chapters

1. Food: Where
Does it Come
From?

2. Components
of Food

Periods
Allocated
10

10

Contents

Expected Outcomes

Students will be able to:

Need for food
Understand the need
Food from plants
for food in animals and
Food from animals
human beings
What do animals
Identify and
eat?
distinguish between
plant and animal
sources of food
Understand that
animals can be
classied based on their
food habits
Analyse the features
that help animals to
eat a particular type of
food
Nutrients:
Students will be able to:
Carbohydrates,
Understand that the
Fats, Proteins,
food we eat contains
Vitamins, Minerals,
nutrients
Dietary bre
Identify the nutrients
(roughage), and
and understand their
water
role
Balanced diet
Realize the importance
Deciency diseases
of a balanced diet
Evaluate the
consequences of not
having a balanced diet

Page 17:
Herbivores,
Carnivores, and
Omnivores

Page 21:
Answer Key

Page 22:
Assessment
Technique

Page 24:
Components of
Food

Page 25: Test

for Sugar
Page 25: Test
for Starch
Page 27: Test
for Proteins

Page 33:
Answer Key

COMPREHENSIVE LESSON PLAN

Chapters

Periods
Allocated

Contents

Expected Outcomes
Page 35:
Answer Key to
Test Paper I

Page 34:
Assessment
Technique
3. Separation of
Substances

Students will be able to:

Mixtures
Understand the
Separation of
different methods used Page 42:
solids from solids
for cleaning food and
Separation of
Sedimentation
their application
soluble solids from
and
liquids (solutions) Identify different kinds
Decantation
of solutions and state
Separation of
Page 42:
the solute and solvent
insoluble solids
Filtration
in each of them
from liquids
Page 44:
Evaporation

Page 47:
Answer Key

Page 48:
Assessment
Technique
4. Fibre to Fabric

History of clothing Students will be able to:

Name the sources
Fibres
from which clothing
Making fabric
materials are obtained

Page 50: Plant

Fibres

COMPREHENSIVE LESSON PLAN

Chapters

Periods
Allocated

Contents

Expected Outcomes

Appreciate the changes

that have come about
Page 54:
in clothing since
ancient times till date
Jumbled Words

Page 57:
Answer Key

Page 58:
Assessment
Technique
5. Sorting
Materials into
Groups

10

Classication
Properties of
materials

Students will be able to:

Understand the need
and importance of
grouping
Classify materials
present in and around
us on the basis of some
common properties

Page 60:
Properties of
Materials

Page 62: To Test

the Solubility
of Different
Materials in
Water
Page 63:
To Classify
Different
Objects on
the Basis of
Flotation

10

COMPREHENSIVE LESSON PLAN

Chapters

Periods
Allocated

Contents

Expected Outcomes

Page 67:
Answer Key

Page 68:
Assessment
Technique
6. Changes
Around Us

10

Reversible and
irreversible
changes
Physical and
chemical changes
Expansion and
contraction

Students will be able to:

Understand that
changes are constantly Page 72:
Physical and
taking place around us
Chemical
Classify changes
as reversible and
Changes
irreversible
Page 72:
Classify changes as
Expansion in
physical and chemical
Solids, Liquids,
Understand that
and Gases
substances expand on
heating and contract on
cooling
Page 76:
Answer Key
Page 78:
Answer Key to
Test Paper II

Page 77:
Assessment
Technique

COMPREHENSIVE LESSON PLAN

Chapters

7. Things
Around Us

Periods
Allocated
8

Contents

Characteristics of
living things
Living and nonliving things:
Differences

11

Expected Outcomes

Students will be able to

Identify the
characteristics of life
Understand the
variations in the
characteristics shown
by plants and animals
Differentiate between
living and non-living
things

Page 81:
Characteristics
of the Living

Page 88:
Answer Key

Page 89:
Assessment
Technique
8. Getting to
Know Plants

10

The root system

The shoot system

Students will be able to:

Identify and describe
Page 90: Parts
the parts of a plant
of a Plant
Describe the
modications seen in
the plant parts
Apply this knowledge Page 101:
Answer Key
to correlate between
the structure and
function of different
Page 102:
plant parts
Assessment
Describe the role of the
Technique
ower in reproduction

12

COMPREHENSIVE LESSON PLAN

Chapters

Periods
Allocated

9. Movement in
Animals

Contents

Movement in
earthworm,
cockroach, snail,
snake, sh, and
birds
Movement in
human beings

Expected Outcomes

Students will be able to:

Identify the types of
movement seen in
different organisms
Correlate between
the structure and
function of the
locomotory organs
Describe the human
skeletal system
Understand how joints
and muscles help in
movement

Page 103:
Movement in
Animals
Page 107:
Skeletal System
Page 109: Joint
Functions

Page 112:
Answer Key

Page 113:
Assessment
Technique
10. Habitat of the
Living

12

Habitat
Adaptations

Students will be able to:

List the different types
Page 114:
of habitats
Habitats and
Understand the
importance of the
Adaptations
habitat for an organism
Identify the
adaptations seen in
Page 127:
different organisms
Answer Key
Realize that
Page 129:
adaptations enable
Answer Key to
organisms to live in a
Test Paper III
particular habitat

Page 128:
Assessment
Technique

COMPREHENSIVE LESSON PLAN

Chapters

11. Measurement
and Motion

Periods
Allocated
12

Contents

Need to measure
distance
Standard Units of
Measurement
Measurement of
length
Importance of
estimation
Motion
History of
transport

13

Expected Outcomes

Students will be able to:

Understand how
modes of transport
developed since
ancient times
Understand the
signicance of
measurements
Learn to measure
length
Comprehend motion
and its types

Page 136:
Motion

Page 136: Types

of Motion

Page 141:
Answer Key
Page 143:
Answer Key to
Test Paper IV

Page 142:
Assessment
Technique
12. Fun with
Magnets

14

Discovery of
magnet
What are magnets?
Types and poles of
magnets
Finding directions
using a magnet
Making a magnet
Care and uses of
magnets

Students will be able to:

Comprehend that
magnets exert a
force of attraction on
magnetic substances
Identify the types of
magnets
Learn how to make a
magnet
Understand how to
take care of magnets
List the uses of
magnets

Page 146: Poles

Page 148:
Making a
Magnet

Page 151:
Answer Key
Page 153:
Answer Key to
Test Paper V

14

COMPREHENSIVE LESSON PLAN

Chapters

Periods
Allocated

Contents

Expected Outcomes

Page 152:
Assessment
Technique
13. Light,
Shadows, and
Reection

14. Electricity and

Circuits

14

14

Luminous and
non-luminous
objects
Sources of light
Transparency of
materials
How light travels
Shadows
Reection of light

Electric cell
Electric bulb
Electric circuit
Electric switch
Electric torch
Conductors and
insulators

Students will be able to:

Identify the differences
between luminous and
non-luminous objects
Identify the various
sources of light
Classify materials
as transparent,
translucent, and
opaque
Understand that light
travels in straight lines
List the differences
between shadows and
images
Learn about mirrors as
reecting surfaces
Students will be able to:
Understand the
concept of electric
current
Understand the
working of a dry cell,
electric bulb, and
electric torch
Classify substances
as conductors and
insulators

Page 155:
Objects

Page 160:
Making a Pinhole Camera
Page 162:
Answer Key

Page 163:
Assessment
Technique

Page 169:
Electricity and
Circuits
Page 170:
Kitchen Power
Page 172:
Answer Key
Page 174:
Answer Key to
Test Paper VI

COMPREHENSIVE LESSON PLAN

Chapters

Periods
Allocated

Contents

15

Expected Outcomes

Page 173:
Assessment
Technique
15. Water and Its
Importance

Sources of water
Importance of
water
States of water
Water cycle
Drought and ood
Conservation of
water

Students will be able to:

Understand the
importance of water
Page 180: Water
and relate it to natural
Cycle
phenomenon such as
weather and climate
Page 183:
Realize the existence
of water cycle and that
Saving Water
water is a precious
resource
Realize the necessity to Page 185:
conserve water.
Answer Key

Page 186:
Assessment
Technique
16. Air Around Us

10

Air around us
What is air made
of?
Air supports life
Balance of gases in
the air
Air pollution

Students will be able to:

Know that the layer of
air around the Earth is
called the atmosphere
Know the composition
of air
Know the importance
of air for all living
organisms

Page 188:
Showing the
Presence of Air
Page 192: Spell
Me Write

16

COMPREHENSIVE LESSON PLAN

Chapters

Periods
Allocated

Contents

Expected Outcomes

Know that the balance

of various gases exists
in air
Know that the balance
of gases is disturbed
when the air gets
polluted

17. Garbage In,

Garbage Out

Types and sources

of waste
Problem with
waste
Biodegradable
waste
management
Nonbiodegradable
waste
management
What we can do to
manage waste

Understand the
difference between
biodegradable and
non-biodegradable
wastes
Realize the problems
posed by non-disposal
of waste
Know the various
methods of disposing
waste
Understand that
the 3Rs are the best
way to manage nonbiodegradable waste

Page 193:
Answer Key

Page 194:
Assessment
Technique

Page 200:
Operation
Cleaning-Up

Page 202:
Answer Key
Page 204:
Answer Key to
Test Paper VII

Page 203:
Assessment
Technique

ASSESSMENT TECHNIQUES
Cover all chapters of the coursebook
Demonstrate how different types of activities included in the Lets Try and
Explore sections of the coursebook should be conducted
Based on CCE guidelines
Include criteria for assessment and remedial parameters (where applicable)

TEACHERS RESOURCE

83

Chapter 1: Food: Where Does it Come From?

Lets Try, part 1 (p. 22 of the coursebook)
Assessment technique Field trip
Objectives To enable students to
Widen their understanding of food habits of animals
Develop required observation skills
Correlate between theoretical learning and natural surroundings
Task Individual
Approximate time 3 to 4 hours for the field trip; one period for preparation of fact cards
Procedure
The teacher should organize a field trip to the zoo.
A briefing should be given to the students regarding the same. Students have to be told that
they should not tease or feed the animals.
The students should be told that they have to find out about what different animals kept in the zoo eat.
They have to also note down any specific feature they may notice which helps these animals
to feed.
In the next class, the students have to prepare 5 animal fact cards (in the format given) based on the
observations made. The teacher should tell the students that they have to write about animals
that are not mentioned in the coursebook.
Criteria for assessment
Each fact card can be assessed on the following criteria:
Accuracy of information: 2 mark
Presentation: 2 mark
Total: 5 marks
Suggested remediation
Afew students may not be present during the field trip. Ask them to prepare the cards based on prior
knowledge.